Role of Technology in Language Teaching and Learning amid the Crisis Generated by the COVID-19 Pandemic


  • Marta González-Lloret University of Hawaii
  • Laia Canals Open University of Catalonia
  • Jorge Eduardo Pineda Hoyos University of Antioquia



= 1401 veces | PDF
= 870 veces| | PDF (ESPAÑOL (ESPAÑA))
= 330 veces|


Download data is not yet available.

Author Biographies

Marta González-Lloret, University of Hawaii

Professor, Department of Languages and Literatures of Europe and the Americas, University of Hawai'i at Manoa, Hawai'i, USA.

Laia Canals, Open University of Catalonia

Professor in the Faculty of Arts and Humanities, Universitat Oberta de Catalunya, Barcelona, Spain.

Jorge Eduardo Pineda Hoyos, University of Antioquia

Associate Professor, School of Languages, Universidad de Antioquia, Medellín, Colombia


Blake, R., Wilson, N., Cetto, M., & Pardo-Ballester, C. (2008). Measuring oral profi-ciency in distance, face-to-face, and blended classrooms. Language Learning & Technolog y, 12(3), 114–127.

Garrison, D. R., Cleveland-Innes, M., & Fung, T. S. (2010). Exploring causal relationships among teaching, cognitive and social presence: Student perceptions of the community of inquiry framework. The Internet and Higher Education, 13(1–2), 31–36.

Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning : a review of technolog y types and their effectiveness. Computer Assisted Language Learning, 27(1), 70–105. doi: 10.1080/09588221.2012.700315

Hampel, R., & Stickler, U. (2005). New skills for new classrooms: Training tutors to teach languages online. Computer Assisted Language Learning, 18(4), 311–326.

Helm, F. (2015). The practices and challenges of telecollaboration in higher education in Europe. Language Learning & Technology, 19(2), 197–217.

Hodges, C., Moore, S., Lockee, B., Trust, T., & Bond, A. (2020). The difference between emergency remote teaching and online learning. Retrieved August 26, 2021,

Payne, J. S. (2020). Developing L2 productive language skills online and the strategic use of instructional tools. Foreign Language Annals, 53, 243–249.

Sallam, M. H., Martín-Monje, E., & Li, Y. (2020). Research trends in language moocstudies: A systematic review of the published literature (2012–2018). Computer Assisted Language Learning, 1–28.

Salmon, G. (2014). Learning innovation: A framework for transformation. European Journal of Open, 17(2), 219–1027.

Shea, P., & Bidjerano, T. (2012). Learning presence as a moderator in the community of inquiry model. Computers and Education, 59(2), 316–326.

Violin-Wigent, A. (2014). Comparing online vs. face-to-face classes: A case study of a French pronunciation class. In J. M. Levis & S. McCrocklin (Eds.) Pro-ceedings of the 5th Pronunciation in Second Language Learning and Teaching Conference (pp. 45–57), Ames: Iowa State University.



How to Cite

González-Lloret, M., Canals, L., & Pineda Hoyos, J. E. (2021). Role of Technology in Language Teaching and Learning amid the Crisis Generated by the COVID-19 Pandemic. Íkala, Revista De Lenguaje Y Cultura, 26(3), 477–482.